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Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors
16 references·0 citing·44 second hop
Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors (2020)Student-centred and teacher-centred scien…Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms (2018)Science teachers' conceptions…Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences (2004)Preservice Science Teachers' …Drawing on Education: Using Drawings to Document Schooling and Support Change (2004)Drawing on Education: Using D…An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets (2004)An investigation of experienc…Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning (2003)Nestedness of beliefs: Examin…Nested epistemologies: Science teachers' beliefs of teaching, learning and science (2002)Nested epistemologies: Scienc…Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs (2001)Validating the Draw-A-Science…An analysis of elementary teachers' beliefs regarding the teaching and learning of science (2001)An analysis of elementary tea…Development of professional knowledge in learning to teach elementary science (1999)Development of professional k…Beginning Teachers: Beliefs and Classroom Actions (1999)Beginning Teachers: Beliefs a…Teaching Secondary School Science: Strategies for Developing Scientific Literacy (1996)Teaching Secondary School Sci…Preservice elementary teachers' views of pedagogical and mathematical content knowledge (1996)Preservice elementary teacher…Development and Field Test of a Checklist for the Draw‐A‐Scientist Test (1995)Development and Field Test of…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Images of teaching: Student teachers' early conceptions of classroom practice (1991)Images of teaching: Student t…Stereotypic images of the scientist: The draw‐a‐scientist test (1983)Stereotypic images of the sci…Mind in Society: The Development of Higher Psychological Processes (1978)Naturalistic inquiry (1985)Qualitative Data Analysis: An Expanded Sourcebook (1994)Professional development and reform in science education: The role of teachers' practical knowledge (2001)Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations (2008)Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? (2011)Mental Models (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Professional Growth Among Preservice and Beginning Teachers (1992)From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching (2001)The Concept of Mind (2006)Handbook of research on teaching (1986)National Science Education Standards (1995)Learning to teach science as inquiry in the rough and tumble of practice (2007)Studying science teacher identity: current insights and future research directions (2014)The role of beliefs in the practice of teaching (1987)Students' and teachers' conceptions of the nature of science: A review of the research (1992)Capturing Science Teachers’ Epistemological Beliefs: The Development of the Teacher Beliefs Interview (2007)Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles (2010)The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality (2019)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)Qualitative Data Analysis: A Sourcebook of New Methods (1986)Impact of professional development on teacher practice: Uncovering connections (2009)Image of the Scientist among High-School Students (1957)Draw an Engineer Test (DAET): Development of a Tool to Investigate Students' Ideas about Engineers and Engineering (2004)Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science Using the Draw-A-Scientist Test (DAST) (2007)How Middle Schoolers Draw Engineers and Scientists (2008)How we think. (1910)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Self-Efficacy Beliefs in Academic Settings (1996)Teacher Efficacy: Its Meaning and Measure (1998)Teacher Technology Change (2010)Measurement of Intelligence by Drawings (1928)Analyzing Children's Art (1971)Art and Visual Perception (1976)Gender differences in students' experiences, interests, and attitudes toward science and scientists (2000)Learning science in informal environments : people, places, and pursuits (2009)Why are some STEM fields more gender balanced than others? (2016)Patterns of informal reasoning in the context of socioscientific decision making (2004)Beyond STS: A research-based framework for socioscientific issues education (2005)Synthesis of discipline-based education research in physics (2014)The Meaning of Scientific Literacy. (2009)Teacher STEM Perception and Preparation: Inquiry-Based STEM Professional Development for Elementary Teachers (2013)The meaning of ‘relevance’ in science education and its implications for the science curriculum (2013)
this work references cited by second hop

References

  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct9,111 cited
  • 1983Stereotypic images of the scientist: The draw‐a‐scientist test1,282 cited
  • 1991Images of teaching: Student teachers' early conceptions of classroom practice830 cited
  • 2002Nested epistemologies: Science teachers' beliefs of teaching, learning and science455 cited
  • 1999Beginning Teachers: Beliefs and Classroom Actions387 cited
  • 2001An analysis of elementary teachers' beliefs regarding the teaching and learning of science383 cited
  • 1995Development and Field Test of a Checklist for the Draw‐A‐Scientist Test367 cited
  • 2004An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets353 cited
  • 2003Nestedness of beliefs: Examining a prospective elementary teacher's belief system about science teaching and learning305 cited
  • 1996Teaching Secondary School Science: Strategies for Developing Scientific Literacy290 cited
  • 1999Development of professional knowledge in learning to teach elementary science239 cited
  • 1996Preservice elementary teachers' views of pedagogical and mathematical content knowledge195 cited
  • 2001Validating the Draw-A-Science-Teacher-Test Checklist (DASTT-C): Exploring Mental Models and Teacher Beliefs186 cited
  • 2018Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms

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168 cited
  • 2004Drawing on Education: Using Drawings to Document Schooling and Support Change159 cited
  • 2004Preservice Science Teachers' Beliefs About Teaching and Learning: The Influence of K-12 Field Experiences156 cited
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